The unit plan is for a diverse 6th grade English class to learn about Anne Frank and the Holocaust through engaging technology-driven lessons over 5 days, with day 2 focusing on hands-on work with diary assignments while watching clips about Anne Frank to give fresh perspective before finishing their diaries which will be the main project for the grading period. The teacher will observe student participation and reactions on day 2 to evaluate how the rest of the week will go and whether any modifications need to be made to the unit plan.

1. Rebekah May
CI-350 – Assure Method/Anne Frank Unit Plan
A – This particular Anne Frank Unit Plan will be taught to a diverse group of sixth grade
students. This particular class is a general education English class with 13 girls and 8
boys. Two students have mild ADHD, 3 students have visual impairments (not too
severe), and one student has Asperger’s Syndrome. This Anne Frank Unit Plan will be
engaging and technology-driven in order to keep all students interested and involved.
This particular class has little to no prior knowledge to World War 2 and the Holocaust.
This will be addressed before the reading of The Diary of Anne Frank. Because boys tend
to be more aggressive and competitive than girls, there will be mixing of genders for
group activities. A special eye will be kept on the student’s with ADHD or Asperger’s.
For group assessment, I will pair these students with strong academic/socially inclined
peers. Day two of the unit plan will cover a lot of hands on work with the diary
assignment and the students will watch clips of PBS’ The Diary of Anne Frank. Clips of
this movie will give them a fresh perspective of the novel they have just completed.
S – Every student will discover the story of Anne Frank and relate to the historical
context of her story. There will be a 95% accuracy level over a five day period. This is
the main objective of this overall unit plan. Students will do much observing on day two.
On day two I will answer questions and give help on the diary project. Students can even
get into small groups to discuss diary plans and how they plan to implement them.

2. S – Day two is the day that I watch the unit plan really come together. I will need my
computer and technological materials to be in full working order as I did on day one. The
particular clips need to already be selected through YouTube. They should preferably
already be pulled up and ready to go. I should also have example diaries from previous
years to get kids thinking about how they want to design their own personal diary.
U – As the instructor, I need to make sure that every desk has visible access to what is
going on in the front of the class. The students with visual impairments need to not have
any visual blockages. Also, the sound needs to be turned up loud for all online activities.
This will ensure that each student will fully take in the activities of the day.
R – Each student will be observed during classroom activities. There will be no formal
assessment on day two, however I will take participation points for classroom
involvement.
E – Day two will tell me a lot about how the rest of the week will go. The focus of day
two really needs to be on the diary project. This will be student’s main project grade for
the nine week period. I will pay close attention to my student’s reactions and how they
seem to “like” the different forms of instruction. The same questions apply as on day one!
 How did my special needs students respond?
 Did the class seem genuinely interested in the instruction?
 Are they grasping the story of Anne Frank?
 Do modifications need to be made to the rest of my unit plan?

3. These are all questions I will ask myself at the end of day two.